Assessments & Screeners

We conduct f ormal and informal assessments, such as NDIS Functional Capacity Assessments and Adaptive Behaviour Assessments (like the Vineland-3 or ABAS-3), to evaluate an individual's functional skills, quality of life, and sensory processing. They also perform environmental audits, conduct behavioural assessments for Positive Behaviour Support (PBS) plans, and develop individual profiles and support plans based on these findings.

Types of Assessments:

Functional Capacity Assessments (FCA): These evaluate an individual's ability to perform daily tasks across areas like self-care, mobility, social interaction, communication, self-management, and learning, often for NDIS purposes.
Adaptive Behaviour Assessments: Using tools like the Vineland-3 and ABAS-3, these assess a person's adaptive skills and behaviours in daily life.
Sensory Profile Assessment: This evaluates an individual's sensory processing and preferences, which is crucial for developing effective support strategies.
Environmental Assessments: Developmental educators assess environments to identify barriers and recommend changes that support a person's independence and participation.
Behavioural Assessments (e.g., for PBS): These assessments inform the development of Positive Behaviour Support plans to address challenging behaviours and promote positive outcomes.
Informal Assessments: Through direct observation, interviews, and discussions, developmental educators gather information to inform their understanding of a person's needs and strengths.
Dyslexia & Dyscalculia Screeners: A dyslexia screener is a brief assessment tool used to identify signs of dyslexia, a learning difficulty that affects reading, spelling, and writing skills. Similarly, a dyscalculia screener is designed to detect potential indicators of dyscalculia, a specific learning difficulty that impacts an individual’s ability to understand and work with numbers. These screeners help determine whether further, more comprehensive evaluation is recommended.

Key Aspects of the Assessment Process:

Person-Centred Approach: Assessments are conducted collaboratively with the individual, their family, and other professionals to ensure goals are aligned with their vision and priorities.
Report Generation: Developmental educators produce comprehensive reports detailing their findings and recommendations to inform support plans.
Skill-Based Focus: The goal of these assessments is to identify areas of strength and need, which then guides the development of targeted strategies to build skills in life domains such as independent living, communication, social skills, and community participation.